CHAPTER 10
Multiple Choice
1. Examples of support that an inclusion specialist might provide include:
a. Inservice and information to staff members
b. Ongoing observation and assessment of child
c. Demonstration/modeling of specific interventions
d. All of the above
2. A common inclusion support model approach is
a. Peer coaching
b. Co-teaching
c. Administrative support
d. Inclusion therapy
3. The preferred consultation approach in education today is
a. Collaborative consultation model
b. Clinical consultation model
c. Itinerant consultation model
d. ECSE consultation model
4. Important components of effective collaboration include
a. Effective communication
b. Problem solving
c. Conflict resolution
d. All of the above
5. A job description for a paraprofessional should be
a. Kept on the wall of the classroom
b. Written and kept by the teacher
c. Written at least once a year
d. Written by the principal
6. Which role is not appropriate for the teacher in the teacher-paraprofessional relationship?
a. Role model
b. Manager
c. Leader
d. Boss
7. Which of the following does not contribute to effective Co-teaching?
a. Adequate planning time
b. The one teaching, one supporting structure
c. Commitment to collaboration
d. Strict adherence to one’s own teaching philosophy
8. One–to-one assistants should
a. Provide whatever degree of intervention they think is necessary
b. Act as a buffer between the child and her peers
c. Avoid stigmatizing the child as the only one in the class who requires a personal assistant
d. View their position in the classroom as permanent
9. A service or services commonly provided by teaching assistants are
a. Planning individual goals for the children
b. Greeting the children and assisting with all routines
c. Representing the teacher in IEP meetings
d. All of the above
10. The job design is the responsibility of the
a. Teacher
b. Paraprofessional
c. Team including parents
d. Both a and b
True-False
1. All states are required by IDEA to develop training for paraprofessionals.
2. Performance effectiveness of paraprofessionals should be evaluated only in an informal session with the teacher.
3. The use of a one-on-one assistant can actually impede the progress of a child.
4. When a one–to-one aide has been assigned to a child, there is a tendency for ECE to avoid assuming
responsibility for the development of the child.
5. One-on-one assistants should be viewed as temporary whenever possible.
6 Adequate planning time is an essential component of co-teaching.
7. Planning is the key for using a paraprofessional’s time and talents.
8. Teachers cannot avoid focusing on the paraprofessional’s personality when giving constructive criticism to the
paraprofessional.
9. Teacher-initiated evaluations should not be necessary because teaching assistants can learn most from self–
evaluations.
10. The ways in which young children with disabilities are supported in inclusive settings is highly variable.
Short Answer
1. Describe the role of an inclusion support specialist.
2. What is consultation?
3. Explain why the use of increase, decrease, or continue technique is a good method for the evaluation of the
paraprofessional by the teacher and the teacher by the paraprofessional.
4. Describe how you would determine a paraprofessional’s skills and talents.
5. Write 5 short tips for a paraprofessional who goes into the inclusion classroom during learning center time to
support peer interaction and social skills with a child who has a disability.
6. Why might there not be support for a child who has a disability who is placed in a community-based preschool?
7. Outline the major steps involved in a typical problem-solving process.
8. How is the role of an itinerant consultant very different than the traditional role of a special education teacher in
a special education classroom?
9. Discuss the challenges of co-teaching in an inclusive environment. Describe at least 2 critical components of
effective co-teaching that can address some of the challenges.
10. Describe situations that are likely to present difficulties in the development of a positive teacher–
paraprofessional relationship.
Comprehensive Essay
1. Name and describe the factors which support successful inclusion of young children with disabilities in
community-based settings.
2. Describe two major support service delivery models for inclusion.
3. Discuss the goals related to inclusion that were identified 15 years ago. Describe the programs that has been
made toward achieving these goals as well as the challenges that have interfered with full achievement of these
goals.
4. What type of evaluation process would you use for your teaching assistant?
5. Write a job description for a paraprofessional who would assist you during circle and snack time. Be very
specific about the duties.
6. Compare and contrast the teacher as boss and the teacher as coach.
7. Sue is the teacher assistant in your class. You have noticed that she does an excellent job of keeping the
classroom neat and uncluttered. You wish, however, that she would relate better to the children—get on their
level when she talks with them and give them more praise for what they do. Write a brief dialogue that
illustrates constructive criticism to Sue during your evaluation session with her.
8. Paul, in your classroom, has a one–to-one aide, Diane. Paul is a child with autism. Diane has not worked with
Paul before. When Paul is jostled he cries out as if in pain. He becomes very disruptive during times of
transition in the classroom. List five concepts you would cover with Diane in your first meeting with her.
9. In the situation above, list at least five steps in helping Paul to become more independent of Diane’s help. The
terminal objective is to have Paul function in the classroom without Diane. Give reasons for each of the steps.
10. List three duties that you would like a teacher’s assistant to do in your classroom. Now tell how you would
provide feedback to the aide for each of those duties, using both praise and constructive criticism.
Test Bank Answer Key